The basics of technologies for the formation of fearlessness of cadets and their optimal synthesis are considered. The advantages and disadvantages of various approaches to the development of the concept of fearlessness are analyzed, which should be based on psychological and pedagogical mechanisms reflecting the nature and features of the system of qualities necessary for the cadet and his environment. It is proved that professionally important qualities are brought up by reasonable risk. The presence of risky actions in the training of future officers and, most importantly, the experience of deep satisfaction of students as a result of their successful implementation is substantiated. Two main types of human response to a situation of uncertainty are considered. The assumption is substantiated that the bravery of an employee is closely related to the stenic sensory experiences of arousal when encountering danger. The results of an empirical study using the methods of observation, questionnaire survey, analysis of performance are presented. Recommendations on the implementation of the results of the study of the phenomenon of fearlessness in the educational process of educational organizations of EMERCOM of Russia and the practice of service and combat training of structural units are formulated.